Who is in the Classroom?

Abstract

This chapter’s purpose is creating understanding for people who don’t necessarily fit into the normalized world of a classroom. It aims to generate literacy on the issues faced by transgender and gender non-conforming students and staff in educational settings. The authors observe a lack of such knowledge in the European higher education institutions of which they are (or were) part. They also identify a lack of staff that are gender diverse (or feel confident being identified as gender diverse), which would enable students to recognize themselves and be inspired. This text is for people who are curious about inclusive classrooms. It is written for those who are already allies and for those who wish to become allies, who seek to educate themselves and need resources in order to educate others. In short, it is addressed to students, teachers, administrators, cleaners, technicians and managers alike, at all those who together build institutions. The illustrated chapter shares contexts, experiments, discussions, as well as hands-on guidance material. This includes how to introduce and instigate pronoun and access go-rounds in classrooms, which ensure everybody present is seen and supported in their needs. The focus of this research is particularly on the needs of people that are atypical, those of trans*persons and people with mental health problems or visible and invisible impairments. The text is collectively written and edited by the “Who is in the classroom?” working group, in the framework of the EU-funded collective research and study programme Teaching to Transgress Toolbox (2019–22).